CDIS 484 Lecture 3: Speech Therapy and Audiology in Schools

Introduction to Telepractice and Clinical Issues in Speech Pathology

  • Course: CDIS 493 Topics in Speech Pathology

  • Instructor: Jennifer Jaymee

  • Lecture Number: 3

  • Focus: Speech Therapy and Audiology in Schools

Overview of Topics Covered

  • Reading assignment: Chapter 12

  • Discussion on the roles and availability of speech pathologists and audiologists in educational settings.

Employment Landscape for Speech Pathologists and Audiologists

  • Prevalence of Speech Pathologists in Schools:

    • A significant proportion of speech pathology jobs are found in school settings.

    • Employment ranges include:

      • Preschool

      • Elementary Schools

      • Middle Schools

      • High Schools

      • Postsecondary Programs

  • Types of Schools Employing Speech Pathologists:

    • Public Schools

    • Private Schools (Independent, Catholic, Christian, Montessori)

    • Charter Schools

  • Comparative Abundance of Jobs:

    • Speech pathologists generally have more job opportunities compared to audiologists in schools.

    • Audiologists may be fewer in number, sometimes limited to one per school district.

Services Provided to Students

  • IEP (Individualized Education Program):

    • Understanding eligibility for services:

      • Not all students with IEPs are seen for speech services.

      • Students can have IEPs as young as three and can remain until age 22, depending on state laws.

    • Definition of IEP:

      • An IEP is an academic document that outlines the specialized instruction for students diagnosed with disabilities.

      • It is developed by a team, including special education teachers, administrators, parents, and related service members (e.g., speech pathologists, audiologists).

    • Legal Framework Under IDEA (Individuals with Disabilities Education Act):

      • Mandates that all eligible students with disabilities receive a free appropriate public education.

Differences Between IEP and IFSP

  • IFSP (Individualized Family Service Plan):

    • Designed for children from birth to three years who qualify for early intervention services.

    • Reviewed every six months, whereas IEPs are annually reviewed.

    • The IFSP can extend to the child’s fifth birthday depending on state policies.

Eligibility and Evaluation for IEPs

  • Evaluation of Disabilities:

    • To qualify for an IEP, the student's disability must negatively impact academic performance.

    • A medical diagnosis alone (e.g., autism) does not guarantee IEP services; the child must also demonstrate academic difficulties.

  • Disability Categories:

    • Reference: Table on page 244 outlining 14 disability categories for eligibility.

    • Description on page 245 regarding related services and eligibility determination.

Variability of Services and Funding

  • State-Wise Variability in Services:

    • Services offered will vary by state and specifics of school districts, driven largely by funding availability.

    • Insufficient funding may hinder access to required programs (e.g., dyslexia programs).

Service Delivery and IEP Specifications

  • Determining Service Hours:

    • The IEP team specifies service delivery time (e.g., 15 minutes three times a week or two hours direct and indirect service).

    • Services include:

      • Direct service: Direct instruction with the student.

      • Indirect service: Supportive activities like programming AAC devices.

  • Locations for Service Delivery:

    • Services can be delivered in various formats:

      • Inclusion in classroom settings

      • Pull-out sessions

      • Small group sessions

      • Consultative approaches (e.g., modifying curriculum).

School Hierarchy and Professional Expectations

  • Understanding School Hierarchy:

    • Important to recognize institutional pecking order for proper communication:

      • Superintendent/Chancellor: Top-level administrator.

      • Associate Superintendent, Department Heads, Principals, Vice Principals.

      • New SLPs may work directly under experienced colleagues for support.

  • Recognizing School Culture:

    • School culture impacts work-life balance and professional development opportunities.

    • Supports and values within a school can affect burnout levels and job satisfaction.

Telepractice in Schools

  • Growth and Effectiveness:

    • Telepractice jobs have massively increased in school environments, especially post-COVID.

    • Effective telepractice requires:

      • A designated quiet space for sessions.

      • Proper preparation and readiness for sessions by clinicians.

      • Importance of professional appearance and behavior.

  • Challenges of Telepractice:

    • Relying on the readiness of the school and overall planning for sessions.

    • Difficulty if adequate space is not provided for service delivery.

Managing Caseloads and Burnout

  • Caseload vs. Workload:

    • High caseload numbers lead to potential burnout, especially if workloads are not manageable.

    • Importance of recognizing the differential burden of students needing different types of intervention (e.g., speech impairment vs. those using AAC devices).

    • Advocating for manageable workloads and recognizing signs of burnout is crucial for sustaining a career in speech pathology.

Discussion Board Assignment

  • Topic Suggestion:

    • Encourage students to discuss rumors and misconceptions about telepractice and speech services in schools.

    • Consider personal experiences with telepractice as a clinician or parent.

Conclusion

  • A summary of key points covered in the lecture, emphasizing critical takeaways for future speech pathologists and audiologists in educational environments.